THE APPLICATION OF INTENSIVE AND EXTENSIVE TASK-BASED FORM-FOCUSED VS. TASK-SUPPORTED INSTRUCTION ON EFL LEARNERS’ WRITTEN TASK ACCURACY

Abstract

Some second language acquisition researchers argue that the way the instructors provide form focused instructions is of great significance in SLA development . The aim of the present study was to investigate whether intensive and extensive form-focused instruction would be useful for Iranian EFL learners’ written task accuracy. To accomplish the purpose of this quasi-experimental study, 60 female elementary learners in four intact classes were randomly selected as, the control group (n=15), intensive focus on form group (n=15), extensive focus on form group (n=15), and traditional (PPP) group (n=15). All groups participated in 17 sessions of telling reading summary task. The intensive group received feedback on simple past tense errors only. The extensive group received feedback on all kinds of errors including grammatical, pronunciation and lexical errors. The PPP group was based on traditional method of presenting, practicing and producing and the control group didn’t receive any feedback on errors. To collect written data from the participants, a narrative task was employed. The written data was quantified regarding the accuracy measure introduced by Ellis (2012). The results of statistical analysis revealed that all form focused groups significantly outperformed the control group. It can also be concluded that the intensive focus on form was more effective in improving Iranian learners’ written accuracy.